弁別学習とその移行におよぼす先行訓練の影響

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The present experiment was designed to assess the effect of verbal and perceptual pretraining on discrimination learning and intra- and extradimensional shifts under 2 levels of pretraining trials. The experimental design was 2 × 2 × 2 factorial, with 2 degrees of pretraining (8 trials vs. 32 trials), 2 types of pretraining (verbal vs. perceptual), and 2 types of shift learning (intradimensional, ID, vs. extradimensional, ED). The design is summarized in Table 1. 160 kindergarten children with a mean age of 5 yr. 1 mo. were randomly assigned to each of 8 experimental and 2 control groups. In the perceptual pretraining, Ss were required to judge whether each stimulus card has the same stimuli or different stimuli by saying "Same" or "Different". In the verbal pretraining, Ss were required to verbalize the stimulus values in each card by saying "Red and red" "Red and yellw", and so on. Half of the Ss in the experimental groups were given 8 pretraining trials and the remaining Ss were given 32 trials. Fig. 1 shows stimulus cards used in the pretraining, discrimination learning, and shift learning. The pretrained dimension was remained relevant in the original discrimination and ID shift, but it was made irrelevant in the ED shift. Half of the Ss in the experimental groups were pretrained with form as the relevant dimension and the remaining Ss were pretrained with color. Errorneous responses were corrected by E. Following the pretraining, discrimination problem was given to a criterion of 9 out of 10 successive correct responses, and then an ID or an ED shift problem was trained at the same criterion. The Ss in the control groups were trained discrimination and shift problems without any pretraining. The stimulus cards were presented manually one at a time. In the discrimination and shift learning the Ss were reinforced with "Hit" or "Miss" by E, and a noncorrection procedure was used. The main results were that (a) discrimination learning was significantly facilitated by the pretraining procedure as shown in Table 2, (b) facilitative effects by the pretraining was suggested in the ID shift, while there was no effect in the ED shift as in Table 3, and (c) no differential effect of the degree and the type of pretraining on the discrimination and shift learning was found (see Table 3). The findings were discussed with reference to previous studies (Cobb & Price, 1966; Tighe, 1965; Tighe & Tighe, 1968) and 2-stage theories of discrimination learning (Kendler & Kendler, 1962; Zeaman & House, 1963).
奈良教育大学の論文
1969-11-29

著者

杉村健
奈良教育大学心理学教室

弁別学習とその移行におよぼす先行訓練の影響

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